Fichas
Lasc9 - Second Language Learning 1
Fichas del conjunto (29)
- 1Second language acquisition research (SLA) and (foreign) language learning & teaching- Bear in mind contexts/history (e.g. USA/Can – Europe)
- SLA ≠ foreign language pedagogy (FLT/ELT)!
- Importance of local contexts / learner needs - 2Review: Acquisition vs. Learning ?
- 3Second Language Acquisition - SLA• the process of learning a second language
• the field of study dealing with this process
• a particular set of theoretical assumptions (see session SLL_3) - 4Second Language - L2° any language acquired after the first language
° often includes third, fourth etc. language (L3, L4, etc.) although
there are some issues about language learning that change
Related terms: L2A, L3A etc.
Third Language Acquisition TLA
Second Language Learning SLL - 5Definition Second Language Acquisition is the scholarly field of inquiry that investigatesis the scholarly field of inquiry that investigates the human capacity to
learn languages other than the first, during late childhood, adolescence
or adulthood and once the first language or languages have been
acquired.
(Ortega 2009: 1)
- wide variety of complex influences and phenomena
- puzzling range of outcomes
- variety of contexts - 6Worth bearing in mind the distribution of L1 & L2 speakers…
- 7Second Language° language used in everyday life of the learner (not L1)
° societally dominant, needed for education, employment
and other basic purposes of daily life
> ESL: English as a Second Language - 8Foreign Language° language (not L1) learned for later use (e.g. travel, study, work)
° may be required by the school curriculum
> EFL: English as a Foreign Language
Note: distinction is becoming increasingly fuzzy
especially as far as English is concerned: English as a lingua franca!
L2 learners, L2 users, L2 speakers (writers, readers) - 9FLA and SLA compared
- 10Crosslinguistic influencesKnowledge and capabilities for competent language use are already
available to L2 learners from L1 and other languages (cf activity at the
beginning of L&S ch. 2)
=> How do they affect the development of the new language?
(Interference) [implies hindrance]
Transfer - positive/negative
Crosslinguistic influence - 11Contrastive Analysis
- 12Error analysis
- 13Interlanguage
- 14Critical issues (3)
- 15Learner data:
- 16Markedness
- 17Avoidance, under-and overuse
- 18Pragmatic & semantic transfer
- 19Across multiple languages
- 20Crosslinguistic influence - SUMMARY
- 21Vocabulary -the foundation of L2English: 100,000 – 1,000,000 words
Adult NS: 20,000-40,000 words
NS everyday conversation: 2,000 words
80-90% of texts consist of highly frequent words
text understanding ensured, if >95% of words are known
But low-freq are crucial for text meaning! (Nation 2001)
L2 learner challenges:
- Less input/exposure than L1 learners
- Encountered vocabulary is less context bound and ‚urgently needed‘
- Voc. is harder to guess from context. - 22=> What enables L2 vocabulary learning?
- 23Developmental sequences
- 24Relative clauses
- 25Development of learner language
- 26What is the value of grammar instruction? effects?zero effect?
positive effect? - 27"zero effect"
- 28positive effect
- 29Grammar instruction
Información
- Descripción
- (Dalton-Puffer) Language in a Social Context Fichas sobre Lasc9 - Second Language Learning 1 , creado por Lisza Neumeier el 10/09/2018.
- Creado por
- Lisza Neumeier
- Visitas
- 2
- Valoración